Özet:

In this study, the seminar programs conducted for teachers twice a year, one at the beginning of a school year and the other at the end of it, are investigated based on teachers’ views about these programs. The interviewed group consisted of 10 primary school teachers, 10 middle school teachers, and 10 high school teachers, all of whom were selected via convenience sampling method. The study was done in Malatya during the spring term of 2015-2016 school year. The aim of this study is to analyze whether the above mentioned seminar programs are held in accordance with their objectives, and to make some recommendations on how to train teachers who are the key factor to improve the quality of education. As a result, it has been found that the seminar programs are not organized consistently with their objectives. It has also been revealed that these programs do not contribute much to the teachers’ professional development, as they are held just in order to implement some procedures. It has been discovered that school principals do not pay enough attention to these seminars, and that there is a lack of supervision. It has been concluded that the training courses are boring since the issues are not updated. The fact that each of the two seminars, one of which is held at the beginning of a school year and the other one at the end of it, contains similar contents has led teachers to think that these seminars are unnecessary. It is recommended that the seminar organized at the beginning of a school year should consist of only those subjects related to preparation for the year, and teaching methods, whereas the other one held at the end of a school year should be like an overall evaluation of the school year. Besides teachers stated that it would be more efficient if those seminars were school-specific, as every school had different problems.

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